Write an entry and respond to two other entries in the Discussion section above;
For your in-class writing:
Be prepared to write about a section of the book - paragraph, story, or chapter that really interests you. This could be a passage where you learn about something new, where you disagree with the author, this could be a passage that invokes questions for you, or that rings true.
- questions for further research:
-achievement gap (Baltimore). . . is this true for other areas?
- opportunities due to wealth
- the idea of growing up in poverty. . . does this influence a desire to succeed?
- practical intelligence. . . the cultural division. . . to what degree do students in an advantaged/disadvantaged position rely on past experiences with authorities (social services, etc.) -
- would it be a good idea to divide grades in half? Is it beneficial to have maturity levels mixed up?
- 42 minute classes vs. 1.5 hours in class. . .
-
Have Outliers finished by February 15th;
Write an entry and respond to two other entries in the Discussion section above;
For your in-class writing:
Be prepared to write about a section of the book - paragraph, story, or chapter that really interests you. This could be a passage where you learn about something new, where you disagree with the author, this could be a passage that invokes questions for you, or that rings true.
- questions for further research:
-achievement gap (Baltimore). . . is this true for other areas?
- opportunities due to wealth
- the idea of growing up in poverty. . . does this influence a desire to succeed?
- practical intelligence. . . the cultural division. . . to what degree do students in an advantaged/disadvantaged position rely on past experiences with authorities (social services, etc.) -
- would it be a good idea to divide grades in half? Is it beneficial to have maturity levels mixed up?
- 42 minute classes vs. 1.5 hours in class. . .
-